Children's Understanding of Death 2011
DOI: 10.1017/cbo9780511852077.002
|View full text |Cite
|
Sign up to set email alerts
|
Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

1
7
0

Year Published

2013
2013
2019
2019

Publication Types

Select...
5
1

Relationship

0
6

Authors

Journals

citations
Cited by 13 publications
(8 citation statements)
references
References 5 publications
1
7
0
Order By: Relevance
“…Astuti and Harris, (), Harris, (, ), and Harris and Giménez, () have argued that afterlife beliefs increase over late childhood and are more likely to be elicited when children are presented with a religious context compared to a non‐religious one. Similar results suggesting that a religious or supernatural context increases afterlife beliefs have been found in several countries including the United States (Lane, Zhu, Evans, & Wellman, ), Spain (Harris & Giménez, ), Madagascar (Astuti, ; Astuti & Harris, ), and Vanuatu (Busch, et al, ; Watson‐Jones, Busch, Harris, & Legare, ). In line with this research, another goal of the current study was to examine the impact of socialization and culture on the prevalence of coexistence beliefs about death in Mexico, a deeply religious country (Lipka, ).…”
Section: Children's Cognitive Understanding Of Deathsupporting
confidence: 73%
See 1 more Smart Citation
“…Astuti and Harris, (), Harris, (, ), and Harris and Giménez, () have argued that afterlife beliefs increase over late childhood and are more likely to be elicited when children are presented with a religious context compared to a non‐religious one. Similar results suggesting that a religious or supernatural context increases afterlife beliefs have been found in several countries including the United States (Lane, Zhu, Evans, & Wellman, ), Spain (Harris & Giménez, ), Madagascar (Astuti, ; Astuti & Harris, ), and Vanuatu (Busch, et al, ; Watson‐Jones, Busch, Harris, & Legare, ). In line with this research, another goal of the current study was to examine the impact of socialization and culture on the prevalence of coexistence beliefs about death in Mexico, a deeply religious country (Lipka, ).…”
Section: Children's Cognitive Understanding Of Deathsupporting
confidence: 73%
“…This past research has found that co‐existent beliefs are prevalent across different cultural groups, but that the nature and characteristics of these beliefs vary depending on the groups examined (Evans, ; Legare & Gelman, ). Death is one topic area where coexistent beliefs have been shown to occur in both children and adults (Astuti, ; Busch et al, ; Harris & Giménez, ; Rosengren et al, ). In many religions, death is believed to mark a transition to an afterlife, and in the United States the majority of adults report believing in some sort of non‐corporeal continuity after death (Greeley & Hout, ).…”
Section: Children's Cognitive Understanding Of Deathmentioning
confidence: 99%
“…interviews) show [Behrend (1984) and Sprent et al (1996) both cited in Barrett & Behne, ]. Indeed, exposure to corpses remains a powerful source of knowledge of death for young children (Astuti, ). As they attain a concept of death, children seemingly rely on inductive and analogical reasoning to achieve and revise it by extending human qualities/experiences to other scenarios including living beings (Carey, ; Slaughter, ).…”
Section: Primate Thanatology: Evolutionary/cognitive Aspectsmentioning
confidence: 99%
“…Although exposure to death and/or corpses is arguably the most powerful source of learning about death [28], there may be other experiences that influence children's understanding of death indirectly. For example, children's concepts of death are developmentally intertwined with their concepts of life and the life cycle [20,29], such that learning about one automatically promotes development of the other [12].…”
Section: Direct Experience Of Deathmentioning
confidence: 99%
“…The literature has identified several ways in which children construct an understanding of death in the absence of direct teaching from parents and other carers. One way in which children learn about death is by listening in on adults' conversations [28]. As Kurowska-Susdorf [48, p. 141] puts it, 'by overhearing adult conversations, [children] construct their own internal understanding using snippets of information'.…”
Section: Parental Communication About Death and Dyingmentioning
confidence: 99%